Fetal pain: life in troubled waters     

Johnson JS 《The Journal of perinatal education》2007,16(2):44-46

Maternal well-being is the key to fetal well-being. A fetus is highly vulnerable and sensitive to pain and stress, and exposure has the potential for negative developmental consequences. Childbirth educators can help raise parental awareness about the importance of the maternal environment for best outcomes in fetal development.  相似文献   

非形式逻辑与演绎主义     

拉尔夫·约翰逊 《中山大学学报论丛》2011,4(1)

非形式逻辑出现于上个世纪70年代,它首先是一种寻求更好的大学逻辑教学方式的努力.进而,非形式逻辑学者们逐渐开始触及和探讨越来越多的理论议题,即发展不依赖于形式逻辑的关于论证以及好论证的理解方式.在1998年世界哲学大会上,布莱尔和我阐释了非形式逻辑为哲学所带来的理论后果,其中一点我们称之为"演绎主义的终结".那时我们并未给出演绎主义的定义,而只是把它等同于麦金泰尔的那个精炼的说法:"任何推理,不是演绎的,就是有缺陷的."但现在看来,我们在当时就作出"演绎主义的终结"这一论断,显然是有点为时过早了.因为演绎主义似乎至今都还很有生命力,甚至在那些倾向于非形式逻辑的学者那里它也能得到支持:恩尼斯长期以来都辩护演绎主义是一种论证重构策略,格罗尔克更是致力于辩护它是一种论证评价理论.在本文中我将论证,非形式逻辑最好被理解为一种不诉诸于演绎技巧和演绎规范的逻辑研究.当我们意识到演绎和演绎主义已经如何深深地扎根于我们的哲学发展史中,并且牢牢地控制了我们关于逻辑研究的理解,我们就能明白非形式逻辑这一理论努力是多么的困难和重要.我将首先澄清"演绎主义"的意思,然后再分别考察那些赞成和反对演绎主义的论证,最后,我将表明非形式逻辑是从演绎主义中挽救逻辑的理论尝试.  相似文献   

Trends and practices in functional behavior assessments completed by school psychologists     

Austin H. Johnson  Taryn S. Goldberg  Rachel L. Hinant  Lauren K. Couch 《Psychology in the schools》2019,56(3):360-377

Functional Behavior Assessments (FBAs) utilize direct and indirect methods to collect data on student behavior to generate a functional hypothesis and drive intervention development. School psychologists are trained to conduct FBAs and use them regularly in schools. However, no evidence exists describing the specific practices used by school psychologists when they conduct FBAs. In this study, 199 respondents completed a web‐based survey developed using expert review and cognitive pretesting. Most respondents reported their gender as female (87%), were between 30 and 39 years old (50%), and practiced at the Specialist level (57%). Respondents reported receiving training in FBA across multiple sources and utilizing multi‐method data collection methods when conducting FBAs. A large amount of variability was observed in the specific instruments used by school psychologists, with a substantial proportion using forms that were not standardized or pre‐constructed. Implications for current practitioners, trainers, and researchers are described.  相似文献   

Roadmap to Reconciliation: Moving Communities into Unity,Wholeness, and Justice     

Kimberly P. Johnson 《Religious education (Chicago, Ill.)》2019,114(1):93-94

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Yahdii reveals the way     

Johnson  Princess Daazhraii 《Cultural Studies of Science Education》2019,14(4):1133-1134

Cultural Studies of Science Education - Using Indigenous Astronomy and the arts, I respond to Wayfinding with a conceptual image that represents my cultural understanding of the idea of navigation.  相似文献   

When Diversity Training Goes Wrong: A Case Study Analysis of the University of Delaware Residential Education Program     

Brian C. Johnson 《Performance Improvement》2015,54(6):13-19

In an increasingly global and interconnected world, it is necessary for corporations and educational systems to develop mechanisms for community members to enhance multicultural competencies related to diversity including race, ethnicity, gender and gender identity, sexual orientation, age, religion, and the like. Some people internalize anger, fear, contempt, and guilt about these issues. As a result, people express their feelings in unhealthy and unproductive ways in school and in the workplace. The solution often is to provide diversity training or sensitivity training. This case study analysis utilizes Kaufman's systemic thinking model to examine what went wrong when one university attempted to implement a yearlong intensive diversity training program that brought national media attention and a potential lawsuit against the university, ultimately resulting in a dramatic shift in the university's out‐of‐classroom experiential learning policies.  相似文献   

Icecream     

Geoffrey Johnson 《The Educational forum》2013,77(3)

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A Matter of Degrees     

Jenny K. Johnson 《Educational Media International》2013,50(3):125-126

Abstract

The purpose of this investigation was to determine the extent to which computers assist high school students in learning English language vocabulary. The experience describes an experimental investigation conducted in a Teacher‐Training Practising Secondary School in Cameroon on the use of computer‐assisted software to teach English vocabulary. Specifically, the major thrust of this investigation was to compare the effects of using computers in the teaching of English language vocabulary with the conventional method of teaching. Students were split into two groups: an experimental group and a control group. The latter group received the conventional method while the former group was given the computer software application. Results indicated that there was very little significant difference in the academic performance of both groups. However, the experimental group demonstrated positive attitudes toward a computer and the software program.

Abstract français: Le but de cette recherche était de déterminer jusqu'o[ugrave] les ordinateurs peuvent aider des étudiants d'école secondaire à apprendre le vocabulaire anglais. L'article décrit la recherche conduite dans un institut de formation des maîtres du second degré au Cameroun sur l'utilisation de logiciels pour l'enseignement du vocabulaire anglais. En fait, l'objectif majeur de cette recherche était de comparer les effets de l'emploi des ordinateurs à cette fin avec les méthodes traditionelles de formation. On a divisé les étudiants en deux groupes: expérimental et contrôle. Ce dernier a reçu cette formation traditionelle, tandis que le premier a subi des applications de logiciels. Les résultats ont montré qu'il n'y avait pas de différence significative entre les performances des deux groupes. Cependant, le groupe expérimental a fait preuve d'attitudes positives envers l'ordinateur et les programmes de logiciels.  相似文献   

Conventions and conferences     

T. Earle Johnson Editor 《Quarterly Journal of Speech》2013,99(3)

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Editorial     

Roger Johnson 《Teaching Statistics》2010,32(1):1-1

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